Differences between high school Hispanic and non-Hispanic students on the social emotional competencies and perceived reading achievement

Xuan Zhou, Yolanda Padron, Hersh C. Waxman


The purpose of this study was to examine whether there were differences between Hispanics and non-Hispanics high school students on their level of social emotional competencies and academic learning after receiving support of academic and social emotional learning skills in an after-school SEL program. The participants of this study were 212 high school students in the southeast urban area of Texas, recruited from three school districts in 2018-2019. Both pre/post- surveys were administrated. The ANCOVA was used for investigation. The results indicated that there were statistically significant differences between the two groups on Hispanic and non-Hispanic students’ social emotional attitudes and behaviors as well as their self-perceived reading achievement after receiving support and skills from the SEL program.


Social-emotional Learning, Hispanics, Reading Achievement, Education Equity

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